Sequencing Training Interventions to Promote Self-Regulation, Knowledge, and Adaptive Transfer




Ely, Katherine

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Changes in the nature of work, such as the shift away from repetitive and well-defined tasks toward increasingly novel and ambiguous tasks, require training programs to prepare trainees to be adaptable. As a result, researchers have examined a variety of training interventions designed to encourage different self-regulatory processes that theory suggests are important for promoting knowledge acquisition and adaptive transfer (e.g., Bell & Kozlowski, 2008). The current study focused on two of these approaches: error management training and prompting strategy regulation. These interventions are based on active learning principles and are theorized to increase adaptive transfer via self-regulation and task knowledge. Despite the growing body of research in this area, this line of research has developed independently from the literature on the nature of knowledge acquisition—despite evidence that self-regulatory processes are differentially beneficial at different stages of knowledge acquisition. As such, the present study was designed to integrate research on adaptability training interventions with the literature on the nature of knowledge acquisition. The results highlight the importance of considering the timing of implementing training interventions. Specifically, receiving error management training in the first half of training led to higher levels of mid-training emotion control and basic knowledge, while receiving strategy regulation prompts in the second half of training led to higher levels of post-training motivation and strategic knowledge. Additionally, results from mediation analyses suggested that self-regulation processes and knowledge levels fully mediated the relationship between training conditions (early and late training) and adaptive transfer.



Training, Self-regulation, Learning, Adaptive transfer